Course: Earth Science Unit: Stars Topic: Black Holes
Instructional Objectives:
Upon viewing the module students will be able to:
Distinguish between an event horizon and an accretion zone of a black hole.
Define escape velocity, black hole, and the speed of light.
Explain the relationship between escape velocity, black hole, and the speed of light.
Identify more than one single type of black hole.
State that the theory of black holes is built upon the work of many scientists over an extended time period.
Explain how Hubble Space Telescope's component cameras assist in the search for black holes.
Introduction:
To activate prior knowledge students will be asked about what they know about black holes. Students should have a vague idea based on what they have previously learned about stellar evolution. Students will fill out a KWL chart listing what they already know about black holes or what they think they know about black holes and what they would like to know. Students will discuss and share their ideas with the class. The teacher will guide the discussion and pose any questions that students have not asked that would be important for them to find out. This lesson stems from the previous lesson on stellar evolution since black holes form from the death of large massed stars. In this lesson students will get the opportunity to investigate one of the more interesting and unknown topics of stars. The main objective of this lesson is for students to be able to correct their own common misconceptions they have about black holes through the use of a KWL chart.
Body:
Students will spend the class period viewing an online module that introduces the basic ideas and concepts around black holes. Students will view the module in pairs on each computer. While students are viewing the module they are going to make notes of any information they view that’s important. The teacher will be monitoring the students and helping them with navigation through the module.
Conclusion:
After viewing the module, student pairs will go over their KWL charts together. Students will fill out the L part of the chart based on what they learned from the module and from the questions they posed in the W section. After, students will review what they originally wrote in their K section. Students will correct any statements that they thought were originally true about black holes but were really misconceptions after viewing the module. Students will have to correct their misconceptions by fixing their false statements so that they become true. With each correction students write an explanation as to why the original statement was false to begin with. Depending on time, the teacher will facilitate a discussion about the students' findings and the common misconceptions held by the class. If there is no time for a discussion then the following day's class will open with the discussion. By the end of this lesson students should have a more accurate understanding of what black holes are and how they form and how they work. This lesson ties into the unit by stemming off of the lesson on stellar evolution where students learned that black holes are part of the life cycle of large massed stars and they are formed when the star dies. After this lesson students will be able to explain why a black hole is special and why there is no light present in it.
Assessment:
Students will be assessed by:
The completion of their KWL chart
The corrections and explanations of their misconceptions
Unit: Stars
Topic: Black Holes
Instructional Objectives:
Upon viewing the module students will be able to:
Introduction:
To activate prior knowledge students will be asked about what they know about black holes. Students should have a vague idea based on what they have previously learned about stellar evolution. Students will fill out a KWL chart listing what they already know about black holes or what they think they know about black holes and what they would like to know. Students will discuss and share their ideas with the class. The teacher will guide the discussion and pose any questions that students have not asked that would be important for them to find out. This lesson stems from the previous lesson on stellar evolution since black holes form from the death of large massed stars. In this lesson students will get the opportunity to investigate one of the more interesting and unknown topics of stars. The main objective of this lesson is for students to be able to correct their own common misconceptions they have about black holes through the use of a KWL chart.
Body:
Students will spend the class period viewing an online module that introduces the basic ideas and concepts around black holes. Students will view the module in pairs on each computer. While students are viewing the module they are going to make notes of any information they view that’s important. The teacher will be monitoring the students and helping them with navigation through the module.
Conclusion:
After viewing the module, student pairs will go over their KWL charts together. Students will fill out the L part of the chart based on what they learned from the module and from the questions they posed in the W section. After, students will review what they originally wrote in their K section. Students will correct any statements that they thought were originally true about black holes but were really misconceptions after viewing the module. Students will have to correct their misconceptions by fixing their false statements so that they become true. With each correction students write an explanation as to why the original statement was false to begin with. Depending on time, the teacher will facilitate a discussion about the students' findings and the common misconceptions held by the class. If there is no time for a discussion then the following day's class will open with the discussion. By the end of this lesson students should have a more accurate understanding of what black holes are and how they form and how they work. This lesson ties into the unit by stemming off of the lesson on stellar evolution where students learned that black holes are part of the life cycle of large massed stars and they are formed when the star dies. After this lesson students will be able to explain why a black hole is special and why there is no light present in it.
Assessment:
Students will be assessed by:
Sources:
Module:The Truth about Black Holes
http://amazing-space.stsci.edu/resources/explorations/blackholes/teacher/lessonplan.html
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